Traditional Learning and the Flipped Classroom Model

The Effect of Flipped Learning in Pregnancy Examinations on Student Success and Motivation

ABSTRACT

Aim:

This study aimed to evaluate the effect of the flipped classroom model on students' academic achievement and learning motivation.

Methods:

This randomized controlled study was conducted between October 13 and October 31, 2025, with midwifery students at a state university in the Central Black Sea Region of Türkiye. A total of 95 students participated in the study and were assigned to experimental (n=51) and control (n=44) groups using stratified random sampling. Pregnancy examination was taught using the flipped classroom model in the experimental group, while the traditional teaching method was used in the control group. Data were collected using the Sociodemographic Data Form, Pregnancy Examination Knowledge Test, Pregnancy Examination Skills Form, and the Student Motivation Scale in Higher Education.

Study Overview

• Status: Completed
• Conditions: Learning Model; Traditional Learning Model
• Intervention / Treatment: Other: Flipped classroom

• Study Type: Interventional
• Enrollment (Actual): 95
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • Tokat Province
    • Tokat Merkez, Tokat Province, Turkey (Türkiye), 60010
      • Tokat Gaziosmanpaşa Üniversitesi

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Having registered for the Healthy Pregnancy Process course,
• Not having received prior training or experience in prenatal examinations,
• Not being a foreign national,
• Being between 19-35 years of age (The Academic Motivation Scale in Higher Education is administered to students aged 19-35). - Having internet access,
• Volunteering to participate in the research.

Exclusion Criteria:

• Being a graduate of a Health Vocational High School,
• Being 35 years of age or older,
• Having previously taken the Prenatal Period-1 course,

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Basic Science
• Allocation: Non-Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
No Intervention: traditional learning model
Experimental: Flipped classroom model; Flipped classroom	Other: Flipped classroom; Education

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
knowledge and skills	The experimental group accessed materials via the Distance Education Application and Research Center portal on October 16, 2025, and completed a Q&A session, online exam, and a 22-item Pregnancy Examination Knowledge Test on October 22, 2025. On October 23, 2025, their practical skills were assessed on a mannequin using the Pregnancy Examination Skills Form. The control group received a four-hour traditional lecture on October 13, 2025, followed by a practical demonstration. Knowledge was assessed using the same test, and skills were evaluated on October 16, 2025, using the Pregnancy Examination Skills Form. The primary outcomes were students' knowledge and skills. Knowledge test scores ranged from 0 to 22 (observed: 16-22), with higher scores indicating greater knowledge. The skill form (100 steps) was scored as 0-200 ("Not Completed"=0, "Partially Completed"=1, "Completed"=2), with higher scores indicating better performance.	Experimental group: 2 weeks Control group: 1 week

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
learning motivation	The "Academic Motivation Scale in Higher Education" was administered to students as a final exam. After all study data were collected, students in the experimental group participated in both theoretical and practical prenatal examination simulations in the laboratory. The effect of the reversed learning model applied to the students at this stage on their academic motivation was measured. The lowest score obtained from the scale was 23, and the highest score was 69. As the score on the scale increases, learning motivation also increases.	Experimental group: 2 weeks Control group: 1 week

Collaborators and Investigators

• Sponsor: Tokat Gaziosmanpasa University

Study record dates

Study Major Dates

• Study Start (Actual): October 13, 2025
• Primary Completion (Actual): October 16, 2025
• Study Completion (Actual): October 23, 2025

Study Registration Dates

• First Submitted: March 10, 2026
• First Submitted That Met QC Criteria: March 22, 2026
• First Posted (Actual): March 27, 2026

Study Record Updates

• Last Update Posted (Actual): April 1, 2026
• Last Update Submitted That Met QC Criteria: March 27, 2026
• Last Verified: March 1, 2026

More Information

Terms related to this study

• Keywords: Midwifery; Flipped Classroom Model; Innovative Learning Approaches; Learning Motivation; Pregnancy Examination
• Other Study ID Numbers: 24-KAEK-080

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: Individual participant data cannot be shared due to ethical restrictions and the risk of participant identification. The informed consent obtained from participants did not include permission for public data sharing.

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No